Strategy behaviour S7
Communicate Often
One announcement is soon forgotten. Keep what matters alive through a predictable rhythm, shaped for each audience and checked for understanding.
Jump to S7 resources ↓What this behaviour looks like
Chief Reminding Officer
A leader repeats a few core messages through briefings, assemblies, newsletters and conversations, framing each for staff, pupils, families and governors. It is two-way: people can ask questions and raise concerns, and the leader answers visibly.
A practical example
Keeping behaviour expectations alive
Said once“The new behaviour expectations were in September's staff pack, so everyone knows them.”
Said often“Each Monday briefing opens with one behaviour expectation and a real example from last week. Tutors revisit it with pupils, the newsletter explains it to families, and your questions shape next week's example. That way the expectations stay alive in March, not just September.”
One behaviour expectation each week, with a real example.
Monday briefing, tutor time and the family newsletter carry it.
Staff questions shape the next week's example.
Choose one message colleagues must remember this term. Plan three places it will appear this week, adapt it for one audience and ask someone to say it back.
S7 · Resources for your setting
Put ‘Communicate Often’ into practice
Develop your own practice or lead the learning with your team. Use the chapter and workbook to explore the behaviour, then choose the resources that fit your next step.
Apply · Your leadership practice
Put it to work
Use the S7 Playbook to turn the behaviour into practical action on a real leadership challenge.
- Practical toolkit and coaching prompts
- A practice script to rehearse your approach
- A 90-day plan to guide your next steps
Members only · Explore membership →
Apply · Learning with your team
Lead a team session
Use the S7 INSET PowerPoint to help colleagues explore the behaviour and plan how to put it into practice.
- Editable slides to adapt to your setting
- Speaker notes to support facilitation
- Discussion, rehearsal and planning
Members only · Explore membership →
Completed Playbooks
See S7 applied in eight leadership contexts
Choose your role to explore the challenge, the leader’s response and the intended result. Members can read the complete example and download an editable Word copy.
In a primary school
In a secondary school
Across schools
Selected completed example
In a primary school · Headteacher
Explaining mixed-age classes
Noreen · Headteacher · 196-pupil village primary school
Worked example at a glance
Explaining mixed-age classes
The challengeFamilies heard about next year's mixed-age classes from each other before hearing it from the school, and 23 written questions have arrived, mostly about curriculum challenge and friendships.
What the leader doesThe headteacher briefs staff first, then families face to face with a recorded summary and drop-ins, separates what is decided from what is still open and answers common questions within two working days.
What success looks likeBy day 30 staff and governors should repeat the three core messages accurately; by day 60 every family should be reached and individual transitions agreed; by day 90 pupils should start their new classes with their full entitlement secure.
Ahmed · Deputy Headteacher and SENDCO · 720-pupil urban primary school
Worked example at a glance
The graduated response as a cycle
The challengeStaff describe the graduated response differently, families wait too long for updates, and assess, plan, do and review has become a phrase rather than a cycle.
What the leader doesThe deputy headteacher models the cycle with a real pupil example, has phase leaders repeat it weekly for four weeks and makes every plan state actions, owner and review date, shared with families.
What success looks likeBy day 30 all staff should explain the cycle accurately; by day 60 families and pupils should name the school action and review date; by day 90 provision should change promptly and overdue reviews should fall.
Ellie · Early Years Leader · 270-pupil infant school
Worked example at a glance
Two books, two purposes
The challengeReading information reaches families by four routes, only 42% can explain what to do at home, and two books go home in the same bag without explanation.
What the leader doesThe Early Years leader gives every adult the same words, models a two-minute routine at collection weekly for three weeks, adds icons and translated cards, and resolves any mismatched book within two days.
What success looks likeBy day 30 family understanding should rise from 42% to at least 85%; by day 60 book mismatches should be resolved within two days; by day 90 home reading practice should be accurate, enjoyable and equitable.
Marianne · Headteacher · ages 11 to 18 secondary school, 1,430 pupils
Worked example at a glance
Consulting on a restructure
The challengeEveryone knows a timetable and staffing restructure is coming, but the versions repeated in corridors differ and the anxiety they cause is real.
What the leader doesThe headteacher meets affected colleagues privately first, then briefs all staff with full documents, states what is fixed and what is open, and issues factual updates every Tuesday and Friday until consultation closes.
What success looks likeBy day 30 all staff should distinguish fact, decision, proposal and uncertainty; by day 60 consultation responses should be well informed; by day 90 the final communication should explain decisions and keep staff confidence.
Sadia · Assistant Headteacher and Designated Safeguarding Lead · ages 11 to 16 secondary school, 1,250 pupils
Worked example at a glance
Three safeguarding routes
The challengeIn a staff pulse, 22% were unsure which route to use for a low-level concern outside school hours, when a child is least likely to be seen by anyone else.
What the leader doesThe safeguarding lead models the normal, urgent and emergency routes live, issues a wallet card, runs a weekly scenario check for four weeks and gives volunteers and contractors a route that needs no system access.
What success looks likeBy day 30 at least 95% of staff should pass the scenario check; by day 60 normal and urgent reports should show the correct paired action; by day 90 uncertainty should fall below 5%, with no gap between staff groups.
Darren · Attendance and Family Liaison Lead · ages 11 to 16 secondary school, 940 pupils
Worked example at a glance
Early help, not a warning
The challengeYear 9 absence letters are formally correct but read as warnings, and only 36% of priority families could say what early support exists.
What the leader doesThe attendance lead gives tutors one three-line offer of help, contacts each family through a route that works within two days and tries a different route rather than assuming unwillingness.
What success looks likeBy day 30 every priority family should be offered contact within two days; by day 60 understanding should reach 80% and responses exceed 70%; by day 90 earlier partnership should improve attendance without gaps in response.
Theo · Head of Computing · ages 11 to 18 secondary school, 1,360 pupils
Worked example at a glance
Reports families read the same way
The challengeRevised Key Stage 3 computing reports are read differently from class to class, and only 48% of pupils and families can say what the next learning step means.
What the leader doesThe head of Computing rehearses descriptors with teachers, shares a plain guide and annotated example before reports go out, states that results are not GCSE predictions and answers questions within five working days.
What success looks likeBy day 30 teachers and pupils in every class should explain the model accurately; by day 60 at least 85% of pupils and families should understand and act on it; by day 90 consistent interpretation should be sustained.
Malik · Trust Director of Communications and Engagement · eight-school mixed-phase trust
Worked example at a glance
Launching trust peer review
The challengeSchools received three overlapping versions of the new peer-review model by email, meeting and shared drive, and three of eight headteachers cannot state its purpose accurately.
What the leader doesThe director issues one message that starts with what will not happen, no grade or ranking, briefs headteachers face to face, sends weekly updates for four weeks and answers every question within two working days.
What success looks likeBy day 30 every school lead should explain the purpose, boundaries and first action; by day 60 first reviews should show secure participation, with questions answered within two working days; by day 90 all schools should complete a review without feeling inspected.
The complete Playbook is for members
Turn this example into action
Read the full toolkit, coaching and practice scripts, and 90-day plan. Members can view the PDF here and download an editable Word copy.
Resources for this behaviour
Templates and checklists from the resource library that put S7 into practice.
Further reading
Recommended book
The Advantage – Patrick Lencioni (2012)
This book reinforces your practice by showing how frequent, consistent messaging builds trust, alignment and shared purpose across a team.
References from the Everyone Succeeds book
- Ebbinghaus, H. (1885/1964) Memory: A Contribution to Experimental Psychology. Translated by H.A. Ruger and C.E. Bussenius. New York: Dover Publications. Read free ↗
- Heath, C. and Heath, D. (2007) Made to Stick: Why Some Ideas Survive and Others Die. New York: Random House. Buy on Amazon ↗
- Kahneman, D. (2011) Thinking, Fast and Slow. Toronto: Doubleday Canada. Buy on Amazon ↗
- Lencioni, P.M. (2012) The Advantage: Why Organizational Health Trumps Everything Else in Business. San Francisco: Jossey-Bass. Buy on Amazon ↗
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